Student Accessibility Coordinator

Job Summary

The Student Accessibility Coordinator r eports directly to the Director of the Office of Educational Accessibility. The Student Accessibility Coordinator I works with students to determine reasonable and appropriate accommodations and services to which the students are entitled to under the ADA and Section 504 of the Rehabilitation Act. Applying independent judgment and expertise, the Student Accessibility Coordinator I interacts with faculty, parents, and students; serves on university committees representing disability/accessibility-related issues and concerns; and engages in activities that promote campus accessibility, awareness, and inclusive design.

Minimum Qualifications

• Considerable knowledge of laws pertaining to students with disabilities including Section 504 of the Rehabilitation Act and the Americans with Disabilities Act in order to provide accurate information to students and to buffer and protect the University from liability.
• Comprehensive knowledge of the needs of students with a variety of disabilities and the needs of students with disabilities at the secondary level and above.
• Comprehensive knowledge of reasonable accommodations and learning strategies needed for students with disabilities.
• Considerable knowledge of diagnostic testing procedures and strong ability to analyze diagnostic testing/documentation in order to determine disability and to develop reasonable and appropriate accommodations.
• Proficiency in case management or accommodation management systems.
• Ability to assess the needs of students who are not yet diagnosed and make referrals to appropriate professionals.
• Considerable knowledge of assistive technology that can be used to support students with disabilities.
• Capability to effectively and competently assist students with acquisition of learning strategies, memory techniques, and time management systems that are specific to their individual needs
• Effective teaching skills.
• Specific knowledge of issues regarding transition into the post-secondary setting.
• General knowledge of university structure, policies and procedures
• Excellent discernment/listening/counseling skills.
• Strong problem-solving /decision-making skills.
• Ability to work independently and in a timely manner.
• Ability to work effectively in a group.
• Ability to address multiple tasks and work efficiently with multiple demands.
• Ability to write effectively.
• Ability to work well with people.
• Ability to speak effectively before large groups.
• Ability to work with computer software and assistive technology.
• Ability to interact effectively with faculty to facilitate the implementation of accommodations.
• Master’s degree in higher education, counseling, rehabilitation, or related field.
• Considerable experience developing educational programs or student engagement initiatives.
• Considerable experience collaborating with K–12 or postsecondary institutions on transition planning.

Preferred Qualifications

Significant experience working with students with disabilities in an educational setting, experience working in a higher education setting is preferred, and experience planning and implementing educational programming for students with disabilities.